Initial thoughts about what the focus of the day will look like as of March 25, 2008.
I'm throwing five areas to consider out there (please feel free to add more if you want, don't be limited by my initial thoughts). I think the first two are not really optional, but the other three are negotiable. We definitely can't cover all of this! I'm just throwing topics out to get the process fully discussed and thought through.
What I envision is you adding comments, questions, concerns, saying 'NO' to some topics, 'YES' to others (with a short explanation) so I know what I need to focus my efforts on.
I am more than happy to come for a follow-up day, but I need to know what the concerns/questions/issues/next thoughts are before I come so that we are not wasting our time. I thoroughly enjoy working with Danville and am looking forward to a follow-up but if no one is interested in starting a dialogue then I think I can use my time more wisely in other ways. Again, I don't mean to be rude, but I want to make sure that I get feedback so that the day can be productive for everyone.
Thanks for letting me work with you!
Questions for teachers to answer before they come to the workshop:
What were my short-term literacy goals as a result of the initial workshop?
What were my long-term literacy goals as a result of the initial workshop?
Where do I sit on those goals now? Have I implemented them? Have I been unable to implement them yet? Why/why not?
What are my future goals, that I bring with me to this workshop?
Introduction:
Bring examples/pictures- LOVE this idea; It sets us up for the sorting protocol work we'll do this summer (and into next year- it's in the new CSIP), but it's also helpful to see work and get feedback from like-minded colleagues (is it possible to share photos and work samples from other schools in the project?-Sherri)
Discuss attempts/success/failures
Discuss/Brainstorm goals for the day (just like last time, but I want You to be more forceful here, now that you've already had some time
Next steps for successes
What strategies were successful for me?
What was successful about those strategies?
How were my students able to access the information differently than they would have without the literacy component? How did that impact what I understand about how to help them experience the material? (This is a really big question that I think most teachers don't think about enough, I really want to hear from others about what this means to them because I'm not sure my description is as clear on 'paper' as it is in my head.)
How do I build off of those successful attempts/strategies?
What part of literacy do I now need to think about improving in my instruction?
How to build toward "my goals"?
Barriers to success in attempts that didn’t achieve my goals
What caused the strategies to be less than successful?
What did I learn as a result of the attempt?
If I were to do the strategy, again, what would I do differently?
How do I plan to achieve my goals, now?
Systemically, what do we do as a department to make our students better communicators of mathematics?
What do we see developing as patterns that we can build off of? Avoid? Act on?
How can we test the effectiveness of the strategies?
Would prefer some formative assessment feedback
Think Link
Common Assessments
What type of writing are they doing?
How do we support their success here?
ACT
Looking at CATS data to determine next steps, weaknesses that we can address departmentally
New learning to explore:
Technology
Calculators
CBLs
Smartboard
Manipulatives (this is a PowerPoint I adapted on algebra tiles) and representations
Math Training Follow-up- Agenda
Initial thoughts about what the focus of the day will look like as of March 25, 2008.I'm throwing five areas to consider out there (please feel free to add more if you want, don't be limited by my initial thoughts). I think the first two are not really optional, but the other three are negotiable. We definitely can't cover all of this! I'm just throwing topics out to get the process fully discussed and thought through.
What I envision is you adding comments, questions, concerns, saying 'NO' to some topics, 'YES' to others (with a short explanation) so I know what I need to focus my efforts on.
I am more than happy to come for a follow-up day, but I need to know what the concerns/questions/issues/next thoughts are before I come so that we are not wasting our time. I thoroughly enjoy working with Danville and am looking forward to a follow-up but if no one is interested in starting a dialogue then I think I can use my time more wisely in other ways. Again, I don't mean to be rude, but I want to make sure that I get feedback so that the day can be productive for everyone.
Thanks for letting me work with you!
Questions for teachers to answer before they come to the workshop:
What were my short-term literacy goals as a result of the initial workshop?
What were my long-term literacy goals as a result of the initial workshop?
Where do I sit on those goals now? Have I implemented them? Have I been unable to implement them yet? Why/why not?
What are my future goals, that I bring with me to this workshop?
Introduction:
Next steps for successes
Barriers to success in attempts that didn’t achieve my goals
Systemically, what do we do as a department to make our students better communicators of mathematics?
New learning to explore:
Progress towards writing to demonstrate